A Study Of Correlation Between Senior High School Students' Writing Metacognitive Strategy And Their Writing Anxiety In English Learning

English writing,as one of the four skills,is an output skill and is also senior high school students' weakness in their English Learning.Most of them are easily anxious when facing English writing.Effectively alleviating students' English writing anxiety may contribute to improving their English writing abilities.Although there are many methods to alleviate students' English writing anxiety,this study attempts to explore whether metacognitive strategy training in writing classes is beneficial to alleviate senior high school students' English writing anxiety.Based on relevant theories on metacognitive strategy and writing anxiety and related studies conducted both in China and in other countries,this study introduces metacognitive strategy training into class teaching of senior high school.Metacognitive strategy training in English writing is desired to alleviate senior high school students' English writing anxiety.The specific research questions are as follows:(1)What is the current situation of senior high school students' English writing metacognitive strategy? And what is the current situation of their English writing anxiety?(2)Is there a correlation between students' English writing metacognitve strategy use and their English writing anxiety?If yes,what is it?(3)Does the writing metacognitive strategy training promote students' use of metacognitive strategy and thus alleviate their English writing anxiety?The subjects of this study are 129 senior high school students in Grade One from Jianshui No.1 Middle School.In this study,an English writing anxiety scale and a writing metacognitive strategy scale are chosen as research tools.According to descriptive analysis of data from two questionnaires and the interview before theexperiment,the values of students' metacognitive strategy and English writing anxiety are got.After the ten-week of writing metacognitive strategy training,the changing situation of relevant variables of pre-test and post-test are got.According to Independent Samples T-test and Paired Samples T-test through SPSS(11.5)software and the interview after the training,this research finds a correlation between the use of metacognitive strategy and English writing anxiety.The major findings are presented as follows:(1)Senior high school students experience the moderate-level of both overall English writing anxiety and its three dimensions: “cognitive anxiety”,“somatic anxiety” and “avoidance behavior”.Among the three subcategories,“avoidance behavior” ranks the highest,followed by “cognitive anxiety” and “somatic anxiety”.Senior high school students have a moderate-level of frequency of the use of overall writing metacognitive strategy and its three subcategories.Among the three subcategories,students prefer using “monitoring strategy” most.The second favorable one is “planning strategy”,and the last one is “evaluation strategy”.(2)There is a slightly negative correlation between writing metacognitive strategy and English writing anxiety.That is to say,when students tend to use more metacognitive strategies in English writing,their English writing anxiety is relatively lower.On the contrary,if learners tend to use fewer metacognitive strategies in English writing,their English writing anxiety is relatively higher.(3)Writing metacognitive strategy training promotes senior high school students' use of writing metacognitive strategy and reduces both their overall English writing anxiety and the three subcategories of English writing anxiety.This research testifies the hypothesis that writing metacognitive strategy training may alleviate the level of English writing anxiety and testifies the feasibility of the training method.And this study sheds light on the teaching of English writing.Underthe guidance of use of writing metacognitive strategy,students become more autonomous and their confidence in writing is enhanced as well.